UNIT 8 (6503).pptx Bs Education four year program

BS Education

1. UNIT 8 CURRICULUM EVALUATION Dr. Fazal Hayat

2. The Nature of Curriculum Evaluation Curriculum Evaluation: Determining the worth or value of curriculum. To find out the effectiveness of curriculum, whether it has achieved its objectives or not. The collection of information in order to make useful decisions regarding the continuity, modification or replacement of curriculum is called curriculum evaluation.

3. The Nature of Curriculum Evaluation (Cont..) Curriculum evaluation concerned with… Achievement of objectives Quality of education Curriculum evaluation process Self Evaluation by the participants of curricular programme , i.e learners Evaluation by teachers Evaluation by outside evaluators, with specified terms of references Follow up studies of those who have participated in the programme .

4. The Nature of Curriculum Evaluation (Cont..) Curriculum Evaluation at different Level Curriculum evaluation is done at two level Formative level Summative level Formative Evaluation Formative evaluation has carried out during the curriculum development process Curriculum developers carries out the task of material evaluation by themselves It is used to improve the material while they are prepared and developed. It is conducted in “trial” Schools.

5. The Nature of Curriculum Evaluation (Cont..) Summative Evaluation It is carried out after the completion of curriculum material It is done by the persons other than the writer or developer of curriculum material. It serves to determine what has been achieved at the end of a course It is considered as a product of the curriculum evaluation process. AIMS of Curriculum Evaluation To determine the outcome of a programme To help in deciding whether to accept or reject a programme To ascertain the need for the revision of the course content To help in further development of the curriculum material for continuous improvement

6. Taxonomies of Educational Objectives There is more than one type of learning. A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities Cognitive : mental skills ( Knowledge ) Affective : growth in feelings or emotional areas ( Attitude ) Psychomotor : manual or physical skills ( Skills )

7. Cognitive Domain The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next ones can take place. Knowledge (Recall, remember, or learn concept by heart without understanding) Comprehension (Grasp meaning from the learnt concepts and explain in own way) Application (Apply the concepts in a new situation) Analysis (Break down concepts into small parts for better understanding) Synthesis (Putting together the different parts of concepts to form a new whole) Evaluation (To find out the merits and demerits of a concept)

8. Affective Domain The affective domain (Krathwohl, Bloom, Masia , 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex: Receiving (Awareness, willingness and selected attention) Responding (acquiescence, willingness and satisfaction in response) Valuing (Acceptance and preference for a value and commitment) Organization (Organization of a value system) Characterization (characterization of a value or a value complex as a generalization)

9. Psychomotor Domain The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. Thus, psychomotor skills rage from manual tasks, such as digging a ditch or washing a car, to more complex tasks, such as operating a complex piece of machinery or dancing. The seven major categories are listed from the simplest behavior to the most complex: Perception (awareness) : The ability to use sensory cues to guide motor activity.  Set : Readiness to act. It includes mental, physical, and emotional sets. Guided Response : The early stages in learning a complex skill that includes imitation and trial and error. Mechanism (basic proficiency) : This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. Complex Overt Response (Expert) : The skillful performance of motor acts that involve complex movement patterns.  Adaptation : Skills are well developed and the individual can modify movement patterns to fit special requirements Origination : Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.

10. Curriculum Evaluation Models

11. Designing Evaluation Studies In organizing a curriculum evaluation, logically and intelligently, leading to decision on the effectiveness of the programme and its possible improvement, one suggested involves the following: Specification, refinement, or modification of programme goals and evaluation Planning for an approximate evaluation design Selection for development of data gathering methods Collection of relevant data Processing, summarizing and analysis of data Contrasting of data and objectives Reporting and feedback of result